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  • CAPITALISM VS. CRONYISM: ARE WE BLAMING THE RIGHT PROBLEM?

    Image Source: https://www.aei.org/carpe-diem/cartoon-of-the-day-crony-capitalism/ Understanding Adam Smith, Economic Inequality, and Market Failures Billionaires keep getting richer while the average person struggles. Some blame capitalism, arguing that it fuels inequality, monopolization, and financial crises. But what if capitalism isn’t the problem? The real issue may not be capitalism itself, but crony capitalism: the collusion between corporations and government that rigs the system. How well capitalism functions depends on market structures, government regulations, and business practices. When working properly, capitalism drives innovation, fosters competition, and lifts people out of poverty (Piketty 112). But when corrupted by government favoritism, capitalism mutates into cronyism, creating inequality, market monopolies, and economic instability. To understand capitalism’s role in today’s economy, we must separate free-market capitalism from crony capitalism and revisit Adam Smith’s original vision. Does Capitalism Create Wealth Inequality? Reality Check: Inequality is often fueled by cronyism, not capitalism. In the U.S., the richest 1% control over 32% of wealth, while the bottom 50% own just 2.6% (Federal Reserve). Many billionaires pay lower tax rates than middle-class workers thanks to government-created tax loopholes (Kiel). What About Other Capitalist Economies? Denmark and Sweden have market-driven economies but balance capitalism with strong social policies providing healthcare, education, and worker protections (World Economic Forum 22). This suggests that inequality is not inherent to capitalism but often results from government policies that benefit the wealthy. Are Monopolies a Failure of Capitalism? Critics point to giant corporations like Google, Amazon, and Facebook, claiming they prove capitalism naturally creates monopolies. Reality Check:  Monopolies thrive because of government protection, not market competition. Google controls 92% of the global search engine market (StatCounter). But this dominance isn’t just due to competition. Instead,  It’s reinforced by government contracts and lobbying power (Stiglitz 211). A true free market prevents monopolies from distorting competition—but in crony capitalism, government intervention helps monopolies stay in power. What Did Adam Smith Actually Say About Markets? Adam Smith, often called the father of capitalism, did not support unchecked corporate power. While he championed free markets, he warned against economic corruption and monopolistic behavior. Smith’s Core Principles: Self-interest isn’t greed: Markets work best when businesses operate with ethics and integrity (Theory of Moral Sentiments 110). Transparency matters: Consumers need full and fair information to make informed choices (Wealth of Nations 345). Government has a role: But it must avoid favoritism. Smith believed governments should enforce contracts, prevent fraud, and ensure open competition while never colluding with businesses (Wealth of Nations 421). Simply put, Smith’s capitalism was about businesses succeeding through competition, not through government favoritism. Capitalism vs. Crony Capitalism: What’s the Difference? Free-Market Capitalism: The Ideal When capitalism functions properly, businesses thrive based on merit—consumer demand, efficiency, and innovation—not political connections (Friedman 23). Example : South Korea’s Economic Transformation In the 1960s, South Korea was poorer than Ghana—struggling with economic stagnation. By 2022, its GDP per capita exceeded $34,000 (World Bank). This was achieved through market-driven growth, education investment, and technological advancement, a model of dynamic capitalism (OECD 45). This represents capitalism as Smith envisioned where competition drives progress. Crony Capitalism: Rigged Markets Unlike true free-market capitalism, crony capitalism thrives on favoritism, not competition. Instead of allowing businesses to succeed on merit, governments grant subsidies, bailouts, and tax breaks to well-connected corporations. Example: The 2008 Financial Crisis & Big Bank Bailouts: The U.S. government spent $700 billion bailing out banks while millions of Americans lost their homes (U.S. Treasury). Instead of allowing reckless banks to fail and face market consequences, the government protected financial elites (Sowell 176). Amazon’s Government Subsidies: While small businesses struggle, Amazon received $3.7 billion in government subsidies, allowing it to undercut competitors and dominate markets (Good Jobs First). This isn’t capitalism. It’s corporate favoritism. Smith warned that when businesses become too entangled with government, markets cease to function fairly. When corporations lobby for special treatment, competition erodes, consumers suffer, and inequality deepens. Cronyism at Its Worst: The Fragrance Loophole One of the most blatant examples of corporate favoritism at the expense of consumers is the "fragrance loophole." How It Works: The Fair Packaging and Labeling Act (FPLA) of 1966 allows companies to hide fragrance ingredients under the vague label of "fragrance" or "parfum." Why? To protect "trade secrets" but this allows companies to legally conceal harmful chemicals. The Consequences: The U.S. bans only 11 toxic chemicals in cosmetics, while the European Union bans over 1,300 (FDA, European Commission). Consumers unknowingly expose themselves to harmful substances, such as: Phthalates – linked to hormone disruption & birth defects (ATSDR). Formaldehyde-releasing preservatives – associated with respiratory issues & cancer (ACS). Synthetic musks – accumulate in human tissue & disrupt hormones (SCCS). Smith Would Call This a Market Failure:  Consumers cannot make informed choices when corporations hide key product information. Regulatory agencies fail to enforce transparency, prioritizing corporate secrecy over consumer safety. This benefits large corporations at the expense of ethical businesses that fully disclose ingredients. Would Smith Support Government Regulation Here? Smith opposed excessive regulation, but he supported enforcing transparency. If businesses mislead consumers by hiding toxic chemicals behind vague labels, Smith would see this as a market failure. Smith would likely favor government intervention in the form of truth-in-labeling laws to protect competition and consumer choice. At the very least, Smith would oppose laws like FPLA and TSCA, which allow corporations to mislead consumers. A more balanced approach that ensures transparency without stifling innovation would best align with Smith’s principles. To the Critics of Capitalism: This Isn’t Capitalism! Smith’s capitalism was never about protecting monopolies or giving corporations special privileges. His vision was one of fair competition, consumer trust, and ethical business practices. The real debate isn’t capitalism vs. socialism. It’s capitalism vs. cronyism. The real question then is will we restore free markets or allow corruption to define our economy? RECOMMENDED READING Here are some helpful resources if you'd like to learn more. Pro-Capitalism Perspectives: Milton Friedman, Capitalism and Freedom Thomas Sowell, Basic Economics Critical Views on Capitalism: Thomas Piketty, Capital in the Twenty-First Century Joseph Stiglitz, The Price of Inequality Historical & Ethical Perspectives: Adam Smith, The Wealth of Nations Emma Rothschild, Economic Sentiments: Adam Smith, Condorcet, and the Enlightenment WORKS REFERENCED   American Cancer Society (ACS). "Formaldehyde and Cancer Risk." American Cancer Society, 7 June 2023,   cancer.org/cancer/risk-prevention/chemicals/formaldehyde.html . Agency for Toxic Substances and Disease Registry (ATSDR). "Public Health Statement for Formaldehyde." Centers for Disease Control and Prevention, Oct. 1999, cdc.gov/TSP/PHS/PHS.aspx?phsid=857&toxid=167 . Danish Environmental Protection Agency (Danish EPA). Survey and Health Assessment of UV Filters. Ministry of the Environment and Food of Denmark, Oct. 2015, www2.mst.dk/udgiv/publications/2015/10/978-87-93352-82-7.pdf  . European Commission. "Cosmetics Legislation." European Commission, 2023, single-market-economy.ec.europa.eu/sectors/cosmetics/legislation_en . Food and Drug Administration (FDA). Cosmetics Laws & Regulations. U.S. Department of Health & Human Services, 2023, fda.gov/cosmetics/cosmetics-guidance-regulation/cosmetics-laws-regulations .  Friedman, Milton. Capitalism and Freedom. University of Chicago Press, 1962. Good Jobs First. "Subsidy Tracker." Good Jobs First, 2023,   goodjobsfirst.org/subsidy-tracker . Kiel, Paul. "Ten Ways Billionaires Avoid Taxes on an Epic Scale." ProPublica, 24 June 2022, . propublica.org/article/billionaires-tax-avoidance-techniques-irs-files . OECD. Economic Outlook Report on South Korea. OECD, 2022,   oecd.org/economic-outlook . Piketty, Thomas. Capital in the Twenty-First Century. Harvard University Press, 2014. Scientific Committee on Consumer Safety (SCCS). Opinion on the Safety of Synthetic Musk Compounds in Consumer Products. European Commission, 2011, ec.europa.eu/health/scientific_committees/consumer_safety/docs/sccs_o_106.pdf  . Smith, Adam. The Theory of Moral Sentiments. Edited by Ryan Patrick Hanley, Penguin Classics, 2009. Smith, Adam. The Wealth of Nations. Edited by Edwin Cannan, Modern Library, 2000. StatCounter. "Search Engine Market Share Worldwide." StatCounter Global Stats, 2023, gs.statcounter.com/search-engine-market-share . Stiglitz, Joseph. The Price of Inequality: How Today’s Divided Society Endangers Our Future. W.W. Norton & Company, 2012. Sowell, Thomas. Basic Economics: A Common Sense Guide to the Economy. Basic Books, 2014. United States, Congress. Emergency Economic Stabilization Act of 2008. Public Law 110-343, 3 Oct. 2008. U.S. Government Publishing Office,   govinfo.gov/app/details/PLAW-110publ343 . World Bank. "Poverty & Equity Data Portal." The World Bank, 2023, data.worldbank.org/poverty . World Economic Forum. "Global Competitiveness Report." World Economic Forum, 2023, weforum.org/stories/2023/11/most-talent-competitive-countries-2023 .

  • Want Better Readers and Leaders?

    Madeline came home from school and couldn't stop talking about the Revolutionary War. Her 5th-grade teacher, Mrs. Doering, had hosted a spirited class debate between the patriots and loyalists. "Did you know some people wanted to stay loyal to the king?" she asked. Over the next week, Madeline read more about democracy, wrote an essay on the topic, and asked more questions about history than ever before. Mrs. Doering understood something too many educators and policymakers have overlooked: if you want kids to excel at reading, they need to care about what they're reading.  Today, Madeline is a junior in college studying political science and psychology, with plans to attend law school. She credits that 5th-grade debate for sparking her passion for history and critical thinking. Madeline's story isn't unique—it's a reminder of the power of civics education and educators. Unfortunately, our education system has sidelined civics and history in favor of test-driven priorities. The results have been catastrophic for literacy, civic engagement, and democracy: today, fewer than 25% of U.S. students are proficient in civics and literacy rates continue to decline. It 's time to restore civics to its rightful place in our classrooms—not just as a vital subject but as a foundation for creating better readers, thinkers, and leaders. The Decline of Civics Education: A Crisis for Democracy Why do U.S. schools prioritize teaching reading without connecting those skills to meaningful content like the Revolutionary War? It's complicated. Reduced Instructional Time : Since No Child Left Behind, schools have drastically reduced time for social studies, including civics, to focus on tested subjects like math and reading. Elementary students spend just 21 minutes daily on social studies, compared to 89 minutes on English language arts (Center on Education Policy). Underfunding : In 2020, only $5 million was allocated for civics education nationally, compared to billions for STEM programs (Fitchett and Heafner). This lack of investment leaves schools without the resources to teach robust civics curricula. Testing Pressure:  High-stakes testing has pushed schools to prioritize subjects that appear on standardized exams, often at the expense of civics and history. Teachers report feeling pressured to "teach to the test" rather than foster meaningful engagement with content (Fitchett and Heafner). A Literacy Revolution: Why It Matters More Than Ever Teaching reading comprehension as a set of discrete skills—finding the main idea, making inferences, and drawing conclusions— misses the mark. Comprehension doesn't happen in a vacuum. It depends on background knowledge and vocabulary, the building blocks of understanding. Natalie Wexler, author of The Knowledge Gap, highlights how this approach fails students. In one study, students with prior knowledge of baseball significantly outperformed peers unfamiliar with the sport on a reading task, even when the "better readers" in the group lacked that knowledge. The takeaway? Comprehension is deeply tied to what students know before picking up the book (Wexler). Civics education is one content area well suited to fill this knowledge gap and increase what students know. By teaching students about history, government, and democracy, civics provides the context and vocabulary they need to make sense of complex texts in school and beyond. Civics Builds Better Readers, Thinkers, and Leaders Civics education doesn't just make students better readers. It equips them with critical skills for navigating the modern world and participating in democracy. Words like justice, freedom, and legislation mean little to students who haven't encountered them meaningfully. Civics connects these abstract concepts to real-world events, helping students understand what they're reading—and why it matters. Stories like the Boston Tea Party, the Civil Rights Movement, or debates over voting rights spark students' imaginations and encourage them to dig deeper . Research shows that engaged readers are better readers. A study by Recht and Leslie demonstrated how background knowledge enables students to connect with texts, improving both comprehension and retention. Civics education emphasizes inquiry and analysis , preparing students to think critically about the world around them. Programs like Stanford University's Reading Like a Historian have shown how document-based questions help students evaluate sources, analyze evidence, and draw connections to modern challenges. Joel Breakstone, director of the Stanford History Education Group, explains, "The great power of history education is its ability to simultaneously develop knowledge and literacy." Civics also fosters leadership skills by encouraging collaboration . One teacher working with the Bill of Rights Institute, a WWRF grantee, noted, "This is an opportunity to get students talking face to face, using cards with vocabulary and concepts [that] force them to collaborate and compromise." Civics turns passive readers into informed citizens by teaching students to analyze primary sources, question information, and engage in debates. It equips them to combat misinformation, evaluate media critically, and actively participate in democratic processes. Without strong civics education, we risk a future where citizens struggle to tell fact from fiction, fail to participate in elections, or cannot hold leaders accountable. Democracy may not survive if its youngest citizens are left unprepared. WWRF: Restoring Civics to Build Better Readers and Leaders WWRF is committed to reversing the decline in civics education through innovative programs and strategic partnerships. By funding innovative programs, resources, and teacher training, WWRF aims to rebuild civics education into a meaningful and engaging part of the K-12 curriculum. Here 's how we aim to help: Partnership with Bill of Rights Institute (BRI) WWRF funds BRI programs that combine interactive lessons, games, and primary source analysis. Through this partnership, WWRF ensures students have access to engaging, content-rich civics education. BRI's programs use: Primary Source Analysis: Students interact with foundational documents like the Constitution, Declaration of Independence, and Bill of Rights to build their knowledge of American history and democracy. Interactive Videos: Dynamic storytelling helps make historical events and democratic principles relatable and memorable. Digital Games and Simulations : Gamified tools, such as role-playing games that simulate historical decision-making, keep students engaged while fostering critical thinking skills. BRI resources have reached over 10 million student learning hours. Teachers report significant improvements in student engagement, critical thinking, and collaboration. One teacher noted, " What I really feel will benefit us in the long run, especially, is getting our students to have a conversation with each other and to discuss things ." Making Civics Fun Through Interactive Tools WWRF supports programs that use tools like games and simulations to make civics more engaging. Students participate in mock elections, write legislation, and debate policies, building critical thinking, teamwork, and problem-solving skills. Recognizing the importance of engagement, WWRF funds gamified civics curricula that bring democracy and history to life. These programs: Use interactive platforms that allow students to participate in mock elections, write legislation, or debate historical events. Emphasize teamwork, problem-solving, and communication—key skills for academic success and civic engagement. Piloting Programs in Underserved Schools WWRF is launching pilot programs in low-income districts to ensure that all students—not just those in well-funded schools—have access to high-quality civics education. These initiatives include training, engaging resources, and measurable outcomes. Supporting Teachers WWRF invests in professional development for teachers, helping them feel confident and prepared to teach civics and history. This includes: Training teachers to use primary sources effectively in the classroom. Providing resources and lesson plans that integrate civics with literacy instruction, creating cross-disciplinary learning opportunities. Your Civic Duty: Unlock Literacy and Leadership Skills Civics education is the key to literacy, leadership, and democracy. Here's how you can help: Advocate: Contact your local school board and ask how much instructional time is spent on civics and history. Volunteer: Share resources like iCivics , the Bill of Rights Institute , or the National Constitution Center with schools or community groups. Donate : Support organizations that bring civics education to life in classrooms nationwide. Madeline's story is just one of many. If civics isn't your passion, find ways to introduce other content, like the arts and social sciences, in the classroom. Imagine if every student had the chance to connect with history, democracy, and their role in shaping the future. It's our civic duty to make this a reality. ________________________________________________ Works Cited Carnegie Corporation of New York. The Future of Civics Education Policy. 2024. https://media.carnegie.org/filer_public/22/95/2295320e-52f4-4653-868d-38c362c64f5d/carnegie_civics_policy_2024.pdf . Center on Education Policy. Instructional Time in Elementary Schools: A Closer Look at Changes for Specific Subjects. 2008. https://www.academia.edu/97304353/Instructional_Time_in_Elementary_Schools_A_Closer_Look_at_Changes_for_Specific_Subjects?uc-sb-sw=37469782 Fitchett, Paul G., and Scott Heafner. "A National Perspective on the Effects of High-Stakes Testing and Standardization on Elementary Social Studies Marginalization." Theory & Research in Social Education, vol. 38, no. 1, 2010, pp. 114–130. https://www.researchgate.net/publication/254336543 Recht, Donna R., and Lauren Leslie. "Effect of Prior Knowledge on Good and Poor Readers' Memory of Text." Journal of Educational Psychology, vol. 80, no. 1, 1988, pp. 16–20. https://www.researchgate.net/publication/232584848 Stanford University. "Changing the Course of History." https://ed.stanford.edu/news/changing-history-course . Wexler, Natalie. The Knowledge Gap: The Hidden Cause of America's Broken Education System—and How to Fix It. Avery, 2019. https://nataliewexler.com/books/the-knowledge-gap/ .

  • Trust Issues: Can Neutrality & Civics Restore Trust in Higher Ed?

    How to Restore Trust Losing Faith What happens to society when universities, the supposed guardians of intellectual freedom, are seen as biased or political? In recent years, public trust in higher education has sharply declined. According to a 2024 Gallup poll, confidence in American colleges and universities dropped by nearly 30% over the past decade. Additionally, a 2024 report from the Foundation for Individual Rights and Expression (FIRE) found that 57% of students fear expressing their views in class, highlighting the climate of polarization on campuses. This crisis reflects growing concerns about the politicization of institutions that were once seen as bastions of open inquiry. Against this backdrop, just under 30 colleges and universities  (including my alma mater, the College of the Holy Cross ) in the U.S. have embraced institutional neutrality, a principle rooted in the 1967 Kalven Report. The report emphasizes that universities should steer clear of divisive political and social stances, focusing instead on their core mission: discovering, improving, and disseminating knowledge (Kalven Report). While these commitments are a step in the right direction, they're not enough. For neutrality to thrive, faculty must also champion this principle within their departments and institutes and have their institutions' full faith and support to do so. And we must prepare our students to think critically before stepping foot on campus. Shaping Campus Culture: Faculty's Role Cultural change doesn't happen through top-down mandates—it requires collective buy-in. Faculty are the true custodians of university culture, far outlasting the short tenures of presidents and trustees. Their teaching and mentorship leave lasting impressions on students and are essential to fostering a culture of inquiry. If universities aim to teach students how to think—not what to think—this ethos must come from the faculty. Faculty face increasing pressure from students and institutions alike. For example, in one ethics class, I posed a challenging hypothetical to illustrate the utilitarian principle: imagine you are hiding from Nazi soldiers, and there is a baby with you. The baby begins crying. Would you do whatever it took to silence the baby to save the group or risk everyone's lives by trying to comfort it? A student angrily shouted, "Don't you ever mention Nazi Germany! My grandmother was a Holocaust survivor!" before storming out and later demanding my termination. This example reflects broader systemic challenges: faculty increasingly face emotionally charged reactions, requiring institutional frameworks to support academic freedom and nuanced discussions of complex topics. Unfortunately, this classroom experience is not unique. According to a Foundation for Individual Rights and Expression (FIRE) report, 52% of faculty fear negative repercussions for teaching controversial topics (2024 Faculty Report). Such pressures undermine intellectual discourse and discourage the exploration of complex, thought-provoking material. Universities must protect faculty members' freedom to engage with complex topics while fostering an environment of mutual respect. Modern Relevance of Neutrality Campus neutrality is not just a theoretical ideal; it is increasingly relevant in today's polarized climate. Consider the high-profile controversy at Stanford University, where student protests disrupted a federal judge's lecture. This incident and others like it underscore universities' difficulty balancing free speech with political pressures. Policies that promote neutrality create environments where diverse voices can thrive without fear of institutional bias. Internationally, universities like Oxford and Cambridge have faced scrutiny over speaker invitations, while Canadian institutions have debated free expression policies. These examples highlight the universal importance of neutrality in maintaining trust and fostering intellectual diversity. Similarly, debates over mandatory diversity, equity, and inclusion (DEI) statements have raised questions about whether such requirements infringe on academic freedom or align with institutional neutrality. For example, some universities have implemented voluntary DEI training programs that support inclusion without mandating ideological conformity. This approach balances the goals of fostering inclusivity and preserving intellectual diversity. Institutional neutrality provides a framework where such debates can be navigated thoughtfully, ensuring inclusion and open dialogue. Counterarguments and Responses Critics of institutional neutrality often argue that universities are morally obligated to take a stand on critical social and political issues. They claim that neutrality could favor the status quo, perpetuating systemic inequities. While this perspective raises valid concerns, neutrality does not equate to inaction. Instead, it allows universities to focus on fostering evidence-based discussions and empowering individuals to advocate for change. Neutrality ensures that institutions remain platforms for diverse perspectives rather than endorsing specific positions that risk alienating segments of their communities. This approach strengthens intellectual rigor and creates space for actionable solutions to systemic challenges. Another counterargument is that some issues—such as racism or climate change—are so universally significant that neutrality is untenable. However, even on such topics, universities are best served by facilitating rigorous, evidence-based discourse. Adopting institutional positions risks alienating community members with dissenting views, undermining the pluralistic ideals universities are meant to uphold. Success Stories Several institutions have successfully implemented neutrality policies, demonstrating their practical benefits. The University of Chicago, for instance, has long adhered to the principles outlined in the Kalven Report , fostering a campus culture that prioritizes academic freedom and robust debate. A 2023 campus survey at Chicago reported a 20% increase in faculty and student confidence in the institution's commitment to free inquiry. Chicago recently received a $100 million anonymous donation  to support the principles and practice of free speech on campus. Dartmouth College's recent adoption of its Principles of Institutional Restraint provides a framework to guide departmental and administrative actions while respecting academic expertise. Meanwhile, the University of North Carolina system  has successfully implemented neutrality policies that clarify institutional boundaries and ensure administrative positions do not overshadow individual voices. These successes enhance institutional credibility and serve as models for addressing declining public trust in higher education. Universities that embrace neutrality can demonstrate their value as unbiased spaces for inquiry, even in polarized times. Student Benefits Campus neutrality is vital to preserving the mission of higher education and is central to civil society. For faculty, it ensures they can teach and research freely without fear of institutional retaliation. For students, neutrality fosters a culture of inclusion where diverse viewpoints are valued and debated. One student from the University of Chicago shared in a recent survey, Knowing that my institution remains neutral gives me the confidence to explore ideas without worrying about being judged or silenced. Such an environment equips students with the intellectual humility and critical thinking skills necessary to navigate a complex and polarized world. By prioritizing open dialogue, universities can prepare students to engage constructively with societal challenges, reinforcing both academic excellence and democratic values. Strategies for Restoring Trust and Relevance To address these challenges, colleges and universities must: Adopt Institutional Neutrality Policies : Implement guidelines such as those in the Kalven Report to ensure universities and departments refrain from taking political or ideological stances unrelated to their academic missions. Foster Viewpoint Diversity: Develop hiring and promotion practices prioritizing diversity of thought, ensuring faculty represent a broad range of perspectives while maintaining academic rigor. Limit Official Statements to Areas of Expertise: Restrict institutional and departmental statements to issues related to academic fields, avoiding unrelated political commentary. Protect Free Speech and Academic Freedom: Create robust policies to safeguard free expression on campus and act decisively against disruptions that impede teaching, learning, and open dialogue. Encourage Civil Discourse: Establish campus-wide programs, structured debates, and safe forums for students, faculty, and guest speakers to discuss contentious issues respectfully. Enhance Faculty and Staff Training: Provide professional development on fostering neutral classroom environments, managing diverse viewpoints, and promoting free expression. Promote Civic Education: Prioritize teaching American history, political institutions, and civic culture to instill a foundation of informed, engaged citizenship among students. Strengthen Partnerships with Community Colleges : Build pathways that support seamless transitions from community colleges to four-year institutions, addressing disparities and broadening accessibility. Increase Transparency and Accountability: Regularly evaluate campus climate and adherence to neutrality policies through surveys, focus groups, and public reporting to build trust. Protect Dissenting Voices: Use anonymous voting for departmental statements and other measures to ensure that faculty, particularly untenured members, can freely express dissent without fear of retaliation. Empowering the Next Generation Institutional neutrality is a cornerstone for parents and educators seeking to equip the next generation with the tools for civic engagement. However, fostering these values doesn't start and end on a college campus. Stop relying on schools to teach your kids everything. Education begins at home. Parents and K-12 programs can take proactive steps to inspire critical thinking and civic awareness in young minds: Implement Speech and Debate Programs : Speech and debate classes improve students' critical thinking, communication, and analytical skills, leading to better academic and social outcomes. For example, students in debate programs are 15% more likely to report increased confidence and higher GPAs than non-debaters (National Speech & Debate Association). Enrich Civics Education : Expanding civics courses in high schools can prepare students to be informed and engaged citizens. Studies show that students who take comprehensive civics courses are more likely to participate in elections and community initiatives (Hoover Institution). Introduce Civic Duty Requirements : Replacing mandatory "volunteerism" in schools with structured civic duty programs, such as service-learning projects, can instill a sense of responsibility and community engagement. Research indicates these programs increase long-term civic participation (Education Commission of the States). Promote Media Literacy: Integrating media literacy education equips students with the skills to evaluate information critically, a vital skill in the digital age. Research has linked media literacy programs to enhanced critical thinking and reduced susceptibility to misinformation (Journal of Media Literacy Education). Discuss Current Events: Use news stories to spark government, policy, and ethics discussions. Watch Documentaries Together: Choose films that explore social justice, democracy, and historical events. Encourage Active Engagement : Parents can foster civic responsibility by encouraging teens to volunteer, engage in community projects, or discuss current events at home. Resources like iCivics.org  offer interactive games and activities that make learning about civics fun and engaging. Follow Platforms Like War Horse Reporting :  War Horse Reporting, a nonprofit newsroom dedicated to exploring the lives of veterans and their families, provides compelling stories that bridge the gap between military and civilian communities. Their investigative work fosters empathy and a deeper understanding of civic responsibility. Encouraging teens to follow platforms like this helps build awareness of how policies impact individuals and communities. Introduce Thought-Provoking Reading:   Provide teens with books encouraging an understanding of government, democracy, and social responsibility. Here's a curated list to start: Scholastic's Guide to Civics: How America Works : An engaging guide that helps students understand the workings of the U.S. government and how they can get involved. On Tyranny: Twenty Lessons from the Twentieth Century : A concise book offering lessons on defending democracy and recognizing threats to freedom. March Trilogy : A Graphic novel memoir by the late Congressman John Lewis about his role in the Civil Rights Movement. Stamped: Racism, Antiracism, and You : A historical exploration of racism in America with lessons on challenging and changing systems. We the People: The Citizen & the Constitution (Level 3: High School) : An in-depth exploration of the U.S. Constitution tailored for high school students. Conclusion The role of universities is not to take sides but to foster critical thinking, robust dialogue, and a commitment to intellectual rigor. Neutrality ensures that universities remain trusted spaces where diverse perspectives coexist, encouraging constructive debate rather than deepening divisions. As public trust in higher education continues to wane, institutional neutrality offers a powerful remedy—not as a retreat from engagement but as a framework for authentic, inclusive dialogue. The potential impact of neutrality extends beyond the classroom, influencing the broader societal discourse. Universities can inspire other institutions to prioritize openness and pluralism by modeling civility, curiosity, and intellectual resilience. The task ahead is clear: higher education must lead by example, ensuring that the next generation is prepared not only to navigate a polarized world but to unite it. The question is not whether neutrality is relevant—it is whether universities (and all of us) are ready to rise to the challenge. Let us embrace this opportunity to restore public trust, foster transformative learning environments, and reaffirm the mission of higher education as a cornerstone of democracy. Works Cited "College Presidents for Civic Preparedness." College Presidents Organization, 2024, https://collegepresidents.org . Foundation for Individual Rights and Expression. 2024 Faculty Report: Academic Freedom and Job Security. FIRE, 2024, https://www.thefire.org/facultyreport . Foundation for Individual Rights and Expression. The Academic Mind 2022: What Faculty Think About Free Expression and Academic Freedom. FIRE, 2022, https://www.thefire.org/research-learn/academic-mind-2022-what-faculty-think-about-free-expression-and-academic-freedom . "Many Faculty Say Academic Freedom Is Deteriorating." Inside Higher Ed, 13 Nov. 2024, https://www.insidehighered.com/news/faculty-issues/academic-freedom/2024/11/13/many-faculty-say-academic-freedom-deteriorating . Kalven Report: The University's Role in Political and Social Action. University of Chicago, 1967, https://provost.uchicago.edu/reports/report-universitys-role-political-and-social-action . "Principles of Institutional Restraint." Dartmouth College, 2024, https://policies.dartmouth.edu/policy/institutional-restraint-statements-dartmouth-and-its-academic-units . Vance, J.D. "The Universities Are the Enemy." National Conservatism Conference Speech, 2021. "The Hidden Importance of Speech and Debate." National Speech & Debate Association, 2022, https://nwef.org/2022/02/07/the-hidden-importance-of-speech-and-debate .

  • You're Rejected: A Reminder during College Admissions Season

    College acceptance season is here, and I know exactly what's going through your mind. The anticipation. The nerves. The constant email refreshing. The what-ifs that keep you up at night. I've been there before with my oldest and am living it right now with my youngest. Here's the truth: you need to focus on what matters most in life. Is it where you go to college? It's not. Not even close. It's tempting to get caught up in the prestige game. Those college rankings? They're everywhere. Elite university logos seem to sparkle with promise. But here's a reality check backed by research: the logo on your sweatshirt doesn't determine your success. A landmark research study by economists Stacy Dale and Alan Krueger tracked students' career trajectories and found a striking insight: students with similar academic abilities and goals achieved nearly identical career outcomes, regardless of whether they attended a top-tier university or a less selective school. This research confirms what many intuitively understand but often forget in the heat of admissions season. What matters isn't the institution. It's you. Your drive. Your curiosity. Your ability to connect with people and adapt to challenges. And at the heart of that ability? Critical thinking. The Power of Critical Thinking Critical thinking is more than an academic skill—it's a way of interacting with the world. It involves asking profound questions, seeking diverse perspectives, and understanding the "why" behind things. To illustrate this, consider how critical thinking might look in practice: It's questioning assumptions, seeking out information from multiple sources, analyzing arguments from different angles, and being willing to change your mind when presented with compelling evidence. So, while those acceptance letters are rolling in, I want you to remind yourself (or your child if you're an anxious parent waiting for those letters) to focus on what truly counts: Build Meaningful Connections : The relationships you form matter more than any college ranking. These are the people who'll support you, challenge you, and stand by you long after graduation. I met my husband and my best-friend-soulmate in college, and I've learned far more from them both than I ever did in the classroom. Stay Curious: Never stop learning, especially outside the classroom. The lessons you get from living and experiencing life are invaluable. A genuine hunger for knowledge will open more doors than any diploma ever could. Be the person who asks questions, seeks understanding, and isn't satisfied with surface-level information. Seek Diverse Perspectives : Engage with ideas and people different from your own—you don't have to agree, but you should try to understand. Be intentional about this. You may need to seek these people out. The best education happens in conversations, in challenging assumptions, and in exploring the world around you. Analyze, Don't Memorize: Move beyond rote learning. Understand the "how" and "why" behind concepts. Whether you're solving a scientific problem or exploring an ethical debate, true learning is about deep understanding. Embrace Mistakes: Critical thinking flourishes through trial and error. When something doesn't work out, reflect, learn, and move forward. Each misstep is a chance to grow. A Message to Students & Parents Students: The road ahead is built on passion, hard work, and a commitment to becoming the best version of yourself. Not on a college logo. Not on a ranking. On you. Success means nothing if you compromise your values to achieve it. Stay true to yourself, keep learning, and remain open to new ideas. This is just one chapter. Whether you're heading into the military, a trade, a community college, a state university, or an Ivy League school, your potential isn't defined by an institution. You define it. Parents: Your role is crucial. Be role models of curiosity and critical thinking. Encourage exploration, support growth, and celebrate the learning journey—not just the destination. Know your children! Avoid projecting your values and aspirations onto them. They aren't you. They are uniquely themselves and have unique talents and skills to offer the world. Get out of their way so they can find their path, not relive yours. And for the love of all that is holy: Don't ask other parents about where their child is applying, got accepted, got rejected, or is going. You'll find out if and when they want you to know! So, press pause. Talk to yourself. Talk to your child. Remind them of the power they, not admissions decisions, have over their lives. Their story is just beginning, and they're learning to navigate the complex, beautiful, and unpredictable world ahead. Trust the process. Invest in yourself and your child. And remind them (and yourselves) that their potential is limitless.

  • Gamification & Mental Health

    When we talk about education, technology, and gamification, we can’t ignore the elephant in the room:  the mental health of today’s kids. Jonathan Haidt’s The Anxious Generation describes how anxiety and depression have risen among kids, who have less free play and more screen time and are facing an uphill battle with stress and isolation. At the same time, gamification—using game-like elements to make learning engaging—has become a big trend in education. The W.W. Reynolds Foundation believes in gamified education that supports learning, but only if it truly benefits students. Our question is simple yet challenging: “How do we bring gamification into the classroom in a way that helps kids without harming their mental health?” Gamification as a Tool, not a Crutch Gamification can make learning more exciting and engaging. We’ve learned from the past introductions of tech in classrooms that without meaningful social learning, technology proves gimmicky. We don’t want kids motivated only by points, badges, or levels. That’s not real engagement. We want gamification to enhance learning and engagement, not overshadow it. At the W.W. Reynolds Foundation, we support programs that add gamified elements thoughtfully—focusing on collaboration, critical thinking, and real-world problem-solving. A well-designed game isn’t just about “winning” or racking up points. It’s about making learning itself interesting and giving kids ample opportunity to connect with teachers and classmates. Done right, gamification can be more than just a game—it can help students build genuine motivation, connection with peers, and curiosity. Building Real Skills with Social Gamification One of Haidt’s biggest concerns is that tech often leaves kids isolated, staring at screens alone. He’s right; too much of the wrong types of technology can rob kids of valuable face-to-face interactions. With smart design, however, gamification can bring kids together. Imagine a civics game where students collaborate face-to-face to draft a constitution. Together, they must draft create a government that balances the unique needs, resources, and priorities of each colony. Through rounds of discussion, negotiation, and compromise, students face real-world governance challenges, such as determining rights, resource allocation, defense, and economic policies. Success requires collaboration and diplomacy as colonies work to create a unified, functional government that all can support. This kind of game teaches them about civic duty, compromise, and problem-solving. It’s not just about “playing” a game—it’s about practicing skills that matter in the real world. By encouraging real-time interaction, games like this can break down the digital isolation that tech often creates, bringing kids together to learn in a shared space.   Finding the Balance Between Digital and Physical Play Gamification shouldn’t mean more screen time. The best gamified experiences mix physical activity with digital elements. Picture a scavenger hunt in a biology class where students use an app for clues, physically exploring their surroundings to find answers. They’re moving, solving puzzles, and interacting with each other—not just sitting in front of a screen or at a desk. This type of game strikes a balance between engaging tech and real-world play, which keeps students active, connected, and learning from their environment. Managing Screen Time with Device-Free Breaks We all know how addictive screens can be, especially for kids. When gamification does involve digital tools, managing screen time is critically important. For digital games, schools can incorporate device-free breaks, giving students time for reading, hands-on projects, or simply being outside. These breaks keep kids from being glued to screens and help them build a healthy relationship with technology. Also, not every gamified experience has to involve screens. Take the World of Business course at CU, where students play the Minimum Wage Bakery Game entirely offline. They create and manage bakeries, make tough decisions on wages and production, and experience the trade-offs and tensions of a real business—all without technology. Building Resilience Through Problem-Solving Games Gamified learning has an often-overlooked benefit: resilience. Games are full of challenges, and they often involve frustration, setbacks, or failure. This makes games great for teaching kids how to bounce back and keep trying. Problem-solving games allow kids to fail safely, adapt, and try again, which builds resilience over time. In a world where kids often feel pressure to get everything right, learning that it’s okay to stumble is invaluable. The Way Forward: Gamifying with Purpose Haidt’s research highlights how serious the mental health crisis is among young people. Technology plays a role in that, but it doesn’t have to be the enemy. When used carefully, gamification can support students’ well-being instead of making things worse. Gamification works best as a complement to real-world experiences. It should encourage teamwork, face-to-face interactions, and balance screen time with physical activity. When gamification is used thoughtfully—mixing digital and physical play, prioritizing real connections, and rewarding meaningful engagement—it can be a valuable part of learning. Striking that balance between tech and real life, between digital rewards and actual learning, is key to making gamification a positive force for today’s kids. R esources Cited & Consulted Haidt, Jonathan. The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness. jonathanhaidt.com/anxious-generation . "Gamification in Education: Cognitive, Emotional, and Social Impacts." Frontiers in Psychology, 2020. frontiersin.org . "Balancing Physical and Digital Play for Optimal Development." MDPI Behavioral Sciences Journal, 2022. mdpi.com . "Resilience and Problem-Solving in Gamified Learning Environments." PLOS ONE, 2023. journals.plos.org . "Social Interaction in Gamification and Mental Health Implications for Youth." Frontiers in Psychiatry, 2024. frontiersin.org .

  • Rethinking Meritocracy: Are Elite Colleges a Path to Success? Or to further elitism?

    David Brooks's recent piece in The Atlantic about how the Ivy League has shaped (or maybe misshaped) American society was intriguing. He got me thinking: in an effort to make college admissions fairer and meritorious, did we create a less fair system that promotes greater inequality? Meritocracy: The Promise vs. Reality. Years ago, Harvard administrators decided that acceptance into it and other top colleges should be about brains and hard work instead of just having the right last name. It seemed like a good idea at the time and one that would promote a meritocracy open to all of the students who were bright and hardworking enough to deserve acceptance. This was a profound philosophical shift away from rewarding kids of wealthy alums towards rewarding the smartest and most hardworking students, regardless of background. Ironically, this shift aimed at leveling the playing field resulted in a decided tilt in favor of the wealthy elites. As someone who's spent time in education, I've seen firsthand how this plays out. Where Did Things Go Wrong? To clarify, the idea of a meritocracy is worthwhile. The problem is how universities began to define and measure "merit." Universities have created an incredibly narrow definition of success: high test scores, perfect GPAs, and a laundry list of pointed and exceptional extracurriculars. Today's admissions' demands for near-perfect resumes most certainly would have rendered me unqualified for the schools I ultimately attended. While seemingly neutral, these measures of success ignore the realities associated with building this resume. Usually, it's students from wealthy families who can afford: Top-tier private schools or well-funded public schools Expensive test prep courses Pre-college summer programs to signal "demonstrated interest" that cost multiple thousands of dollars     Personal subject matter tutors to maintain high grades Private college admissions consultants Competitive extracurriculars that cost thousands of dollars The luxury of unpaid internships and a network of parents' friends Consistent support from educated and available parents who themselves attended college While these students certainly have worked hard and succeeded in school, I can't help but think of their classmates who worked just as hard—perhaps harder—but lacked similar resources to guide them along the way. They lacked access to these resources and may have had additional challenges to overcome along the way. Some students have to work long shifts directly after school, foreclosing extracurricular opportunities and study time. Others come from single-parent homes, whose parent may be too busy putting food on the table to have in-depth college planning discussions or to help edit their kids' papers. Still, others may struggle with undiagnosed learning issues and cannot pay for the expensive testing required to justify accommodations like extra testing time or reading support. A New Kind of Aristocracy: The Cognitive Elite. Brooks argues that we've created what he calls a "cognitive elite" – essentially a new aristocracy based on academic achievement rather than birth. Unfortunately, this system is no better than the old system. What's more concerning? At least with the old aristocracy, everyone knew it was unfair. Now, we have a system that pretends to be fair while primarily benefiting the privileged. Other Forms of Merit? This is where I think our current system falls short. When I taught business courses, some of my most impressive students weren't necessarily the ones with perfect SAT scores or GPAs. They were the ones who: Showed incredible creativity in solving problems Demonstrated strong leadership and emotional intelligence Balanced school with family responsibilities or part-time jobs Brought unique perspectives from diverse life experiences Brooks notes that our current admissions system often overlooks these qualities in favor of more easily measurable achievements. What's the Solution? As I typically do, I am cautious when reacting to challenges observed in the education system. We should not abandon the idea of meritocracy entirely. Instead, we need to reimagine what merit means. Here are some changes that could make a real difference: Broaden Our Definition of Merit : Let's value different kinds of intelligence and achievement, not just academic performance. Ask that teacher recommendations include information about "unseen" challenges for the student and how they persevered despite them. Ask high school counselors to recommend students more directly who have emotional intelligence, grit, and tenacity despite a slightly imperfect GPA. Use AI to Level the Playing Field : Increase funding for public schools and college prep programs in underserved communities. Teach students how to create custom "GPTs" based on common set data from their top college choices to act as private college counselors.   Rethink Testing : Consider alternatives to standardized testing that better reflect students' potential. Or consider a student's score relative to their high school's averages as a better reflection of their potential for academic achievement. 4.     V alue Different Pathways : Remember that elite colleges aren't the only route to success. We must invest in community colleges, vocational training, and alternative educational paths. Perhaps more importantly, we must expose all students to these options as early as junior high so they can see a path to success. Consider the innovative approaches the St. Vrain Valley School District's Pathways in Technology Early College High School (P-TECH) program offers. P-TECH students a combined high school diploma and an associate degree at no cost, integrating academic learning with industry experience. Initiated in 2016, the program is available at four district high schools: FalconTECH at Skyline High School: Focuses on Computer Information Systems, partnering with Front Range Community College and IBM. EagleTECH at Frederick High School: Emphasizes biochemistry, collaborating with Aims Community College and industry partners like Agilent Technologies and KBI Biopharma. RaptorTECH at Silver Creek High School : Centers on cybersecurity in partnership with Front Range Community College and companies such as Cisco and Comcast. TrojanTECH at Longmont High School : Concentrates on business, working with Front Range Community College and local organizations, including the City of Longmont and the Longmont Chamber of Commerce. Students enroll in 9th grade and complete the program in 4-6 years, gaining mentorship and internship opportunities alongside industry partners. By integrating academic and practical experiences, P-TECH addresses concerns about meritocracy in education by: Broadening Access : Offering free associate degrees and industry exposure to students from diverse backgrounds, reducing financial and social barriers. Expanding Notions of Merit : Valuing skills like technical proficiency, problem-solving, and adaptability alongside traditional academic metrics. Promoting Social Mobility : Equipping students with credentials and experience to enter high-demand industries, enhancing career prospects and economic advancement. The P-TECH model exemplifies how educational programs can evolve to provide equitable opportunities, aligning with calls to reform traditional meritocratic systems. Looking Forward Brooks's point is fair: in trying to make higher education more democratic, we might have accidentally created a system that is just as exclusionary as the one it replaced. But unlike Brooks, I'm not ready to abandon the concept of meritocracy entirely. Instead, we need to expand our vision of merit and create multiple pathways to success, as the St. Vrain Valley School District is doing with its P-TECH programs. The real goal is not to leave talent on the table . The W.W. Reynolds Foundation hopes to support programs and grants that help every student reach their full potential, regardless of whether that leads them to an Ivy League school or a different path entirely. Maybe obsessing over who gets into elite colleges isn't the goal. After all, attending an elite college fails to guarantee personal success or a positive net gain to society. Our goal is to focus on creating more opportunities for meaningful success – however, the individual student chooses to define it. What do you think? How can we make higher education truly serve as an engine of opportunity for our kids? I'd love to hear your thoughts and experiences with this issue. Works Cited & Consulted Coleman, Arthur L., and Jamie Lewis Keith. "Understanding Holistic Review in Higher Education Admissions." College Board. Jaschik, Scott. "The Impact of Holistic Admissions." Inside Higher Ed, 2018. Liu, Ou Lydia. "Holistic Admissions in Higher Education: Challenges and Promises." Journal of Postsecondary Student Success. Liu, Amy. "Unraveling the Myth of Meritocracy within the Context of U.S. Higher Education." Higher Education. "Merit, Opportunity, and the Future of Higher Education." Encyclopedia of Educational Philosophy and Theory. "The Role of Higher Education in Social Mobility." The Future of Children.

  • The Role of Gamification, AI, and Technology in Education

    Bill Reynolds’ passion centers on finding better ways to educate and engage our kids. This raises the question: should we stick with the traditional classroom setup where teachers lead from the front, or should we let students take center stage more often? I recently came across the work of Mitch Resnick from MIT, and his ideas helped me better understand the issue. Time to Upgrade Old-School Methods We often talk about the failures of the typical classroom scene - the teacher at the front, students taking notes, regular tests, etc. It works for teaching the basics, and there's something to be said for having clear goals and ways to measure progress. Some students even manage to succeed in this approach. But does this produce long-term lasting educational results for most kids? Is it the best way to teach? I’m skeptical. Reflecting on my own K-12 education, I’d guess that it’s holding back our students' creativity and problem-solving abilities. Resnick offers a solution. Building on ideas from education experts like Seymour Papert and Jean Piaget, Resnick, like the W.W. Reynolds Foundation, advocates for a "constructivist" approach. A constructionist approach centers around learning by doing - getting your hands dirty with real projects instead of memorizing facts. What Makes Student-Centered Learning Click From what I've seen, there are a few key things that make this new approach work: Getting Hands-On Instead of just listening to lectures, students create stuff. Resnick’s Scratch, a cool programming tool- allows kids to make their own games and animations. They learn coding. When observed, it feels more like students are having fun. Teachers as Guides, Not Lecturers Rather than being a “sage on stage,” teachers move to the “guide on the side” role. Teachers avoid being the all-knowing expert and act more like coaches or mentors. They're there to help when needed, but they let students explore and figure things out on their own first. Working Together There's a huge emphasis on teamwork and learning from classmates. It reminds me of Resnick's "Lifelong Kindergarten" project at MIT – which focuses on making learning playful and collaborative, just like kids naturally do in kindergarten. Following Your Curiosity What I love about this approach is it lets kids follow what interests them. Instead of forcing everyone down the same path, students get to dig into topics they care about. Making It Work in the Real World As a former teacher, I appreciate the value of peer-to-peer learning. I used to require my ethics students to debate each other. Students often reflected that they learned more in preparing for the debate than in a traditional lecture. However, I would have had trouble with some of the other suggestions How would I ensure that we covered the basic lessons required by the curriculum? What about if students don’t do the required pre-work to make this successful? We still need some way to measure progress and ensuring kids were learning what they need to know. The challenge is finding that sweet spot between structured learning and creative freedom. Maybe the solution isn’t choosing one approach over the other - it's combining the best aspects of both approaches. This may require using traditional methods for teaching fundamental skills and then switching to hands-on projects developing critical thinking and problem-solving abilities. How Technology Fits In Technology is the key here. It's not just about putting iPads in classrooms - it's about using tech to make learning more engaging and personal and to promote more beneficial constructivist approaches. Here are a few approaches seen working well: Games that make learning fun (like educational Minecraft or Scratch) AI tools that adapt to each student's pace, while maintaining teacher guidance and support during its use. Online platforms that make it easy for students to work together. Cool stuff like 3D printers and robotics kits allow kids to bring their ideas to life. To make technology truly additive, it’s essential that technology bring people together, not isolate them. The best tech tools encourage collaboration and discussion, not just solo screen time. Past educational technological advancements have failed because they lost the human-centered approach to education. Remember when we all thought the computer would take over the classroom? That never happened. Students still need the benefits of their peers and instructors to enhance their learning and more fully develop their social-emotional skills. Finding the Right Balance After reviewing this issue more, I'm convinced we don't have to pick sides. The best approach is probably a mix of both worlds - using traditional teaching for the basics while giving students plenty of chances to explore, create, and discover on their own. What really matters is preparing kids for the real world. They need solid fundamentals and the ability to think creatively and solve problems. When we let students take charge of their learning through hands-on projects, they're not just memorizing facts - they're learning how to learn, which is probably the most valuable skill we can give them. Education should light a fire in students' minds, not just flood their brains with information. Whether it's through coding, building, or creating art, giving students the freedom to explore and make things on their terms might be the key to keeping that spark alive. What to learn more? Works referenced and consulted: Papert, Seymour. Mindstorms: Children, Computers, and Powerful Ideas. Basic Books, 1980. (This foundational book by Papert introduces the idea of constructionism, the learning philosophy that heavily influenced Mitch Resnick’s work and approach to education through making.) Piaget, Jean. The Construction of Reality in the Child. Routledge, 1954. (Piaget’s theories on cognitive development provide the basis for constructivist education, emphasizing how children construct knowledge through interaction with their environment.) Resnick, Mitchel. Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers, and Play. The MIT Press, 2017. (Resnick’s book outlines his educational philosophy, emphasizing creative learning and the importance of play, project-based learning, and collaboration in the classroom. Resnick, Mitchel, and the Scratch Team. “Scratch: Programming for All.” Communications of the ACM, vol. 52, no. 11, 2009, pp. 60–67.) (This article explains the motivation and design of Scratch, a visual programming language that embodies Resnick's ideas on learning through making and creativity in education.) Kafai, Yasmin B., and Mitchel Resnick, editors. Constructionism in Practice: Designing, Thinking, and Learning in a Digital World. Lawrence Erlbaum Associates, 1996. (This edited volume explores constructionist learning environments and the practical application of Papert and Resnick’s ideas in classrooms and educational technology.) Gee, James Paul. What Video Games Have to Teach Us About Learning and Literacy. Palgrave Macmillan, 2007. (Gee’s work on gamification and learning discusses how game-based elements can make education more engaging, which aligns with Resnick’s advocacy for playful, hands-on learning environments.) Means, Barbara, et al. Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. U.S. Department of Education, 2009. (This report provides evidence on the effectiveness of online and adaptive learning technologies, supporting Resnick’s argument for personalized, tech-enhanced education.) “Minecraft Education Edition.” Minecraft Education, Microsoft, education.minecraft.net/. (Minecraft Education Edition is an example of gamified, project-based learning that supports Resnick's vision of “learning through making,” as students engage in hands-on activities in a virtual world.)

  • A New Era in Education—Personalizing the Learning Experience

    In "The End of Average," Todd Rose compellingly argues against the antiquated notion of tailoring educational systems to an 'average' student—a concept that overlooks the uniqueness of each learner. This book challenges us to rethink educational structures and standards, advocating for a personalized approach that recognizes individual variances and potential. As a former professor with fifteen years of experience, I've observed firsthand the pitfalls of a one-size-fits-all approach in higher education. Traditional models often measure success against median benchmarks, failing to account for the diverse abilities and needs of students. This realization underscores the necessity for a significant paradigm shift towards more adaptable, student-centered learning environments. Personalizing Learning: A Shift Towards Flexibility Personalized, engaging learning, as championed by Rose, resonates deeply with the Foundation’s educational philosophy. It involves a departure from rigid curricula and standard testing, advocating instead for dynamic teaching methods that cater to varied learning styles and capabilities. This shift not only enhances student engagement and success but also prepares them for a rapidly changing world. For instance, integrating technology and gamification into curricula can provide customizable learning experiences, allowing students to excel on their own terms. Moreover, adopting modularized, flexible curricula allows students to explore their interests and develop their strengths, enhancing motivation and relevance in their educational journey. This approach also calls for a systemic change in how success is defined and measured in educational institutions, suggesting that accreditation processes should focus more on individual growth than uniform compliance. The Role of Philanthropy: The WW Reynolds Foundation's Mission Philanthropy plays a crucial role in this educational transformation. The WW Reynolds Foundation, with its commitment to fostering gamified and innovative educational opportunities, exemplifies the type of support needed to bring about such change. By funding initiatives like the World of Business  curriculum at the University of Colorado Boulder's Leeds School of Business, the Foundation has demonstrated its dedication to innovative and impactful educational practices. The Foundation’s initiatives emphasize student-centered learning, removing the “sage on stage” model and replacing it with educators acting as a “guide on the side,” allowing students to interact with each other and explore the concepts first-hand. This not only aligns with Rose's vision but also with the broader mission of making educational practices more effective. The Foundation’s support for data-driven strategies and flexible funding allows educational institutions to adapt resources to better fit the unique contexts of their students. A Call to Action Todd Rose's insights and the philanthropic mission of the WW Reynolds Foundation provide a potent blueprint for the future of education. They urge us to champion educational experiences that respect and celebrate each learner's unique potential and, perhaps more importantly, require students to think critically about the world around them. Embracing this call to action can transform our educational systems to be effective and reflective of the society we serve.

  • Play More: Can Games Make Us Better Citizens?

    The W.W. Reynolds Foundation’s vision is “to enhance educational opportunities and empower youngsters to pursue a life of meaning. The lack of civility in society is always on the mind of our founder, Bill Reynolds. How can the next generation pursue a life of meaning in the current climate? One idea that caught Bill’s attention years ago is gamification—adding game-like elements to the learning process. While it’s clear that games can make learning more fun, there’s a bigger question: can they help us become more thoughtful, civil citizens? Can they engage students in ways traditional educational approaches cannot?   What’s Gamification? When we discuss gamification outside the Foundation, there seems to be a bit of confusion about its meaning. Some conjure up images of simulations. Others imagine Jeopardy-style games designed to help students study. While these are certainly ways to incorporate games into education, we’re passionate about using games to teach the material. It’s about taking something that could feel boring—like political theory—and turning it into an engaging, active experience. More importantly, it puts students in the driver’s seat. They learn by doing instead of passively absorbing information. Students have to make decisions, test out ideas, and face the results of their actions. It’s like a fast-forward version of learning through experience (Adipat et al., 2021; Kelle et al., 2011).   And while this can be fun for kids, this isn’t just about having fun. It’s about encouraging deeper thinking that’s tough to get in a traditional classroom.   Dewey’s Reflective Thinking: The Secret Sauce? John Dewey, one of the greats in education, said that when we face a problem, we tend to go through a series of steps to solve it: identifying the problem, gathering information, coming up with possible solutions, testing them, and reflecting on the outcome (Dewey, 1933). What’s exciting to the W.W. Reynolds Foundation is that a well-designed gamified curriculum can do just that. Imagine a civics game where students manage a political campaign or solve a community issue. They start by identifying the problem (say, how to balance a budget), gathering information (exploring the options), and coming up with solutions (spending money on schools or roads?). Then, they test those ideas and see what happens. Finally, they reflect: what worked? What didn’t? Hands-on learning does more than cram facts into their heads (Raphael et al., 2012; Moore et al., 2014).   Can Games Teach Us to Be Better Citizens? WWRF is incredibly excited by the intersection of gamification and civics education. What if students were put in the driver’s seat and asked to create a new constitution? Think about it—students can run virtual political campaigns, navigate public policy, and solve local community problems. They wouldn’t simply be learning about theory; they’d be dealing with real-world applications and challenges that required negotiation, compromise, and ethical decision-making (Makri, 2021; Moore et al., 2014). Imagine if our kids had this type of learning early and often in their education.   Even more exciting is that the research confirms that students who play civic-focused games are more likely to talk about political issues and get involved in their communities (Moore et al., 2014). Students move from learning to doing –and understanding what it means to be a good, engaged, and responsible citizen. So, Can Games Make Us More Civil? They might! Civics-based games don’t just teach students theory. They’re teaching them to think critically and engage with each other and the world around them. We’re all feeling a bit divided these days. We could use more people who can think critically, collaborate, and build empathy for others (Kelle et al., 2011).   The Roadblock: Lack of Standardization One challenge with gamification is the lack of standardization. So many different platforms and approaches make scalability and availability a challenge. The ICOPER Reference Model provides a potential solution: it offers a way to standardize game design to share these impactful learning experiences across classrooms and institutions (Kelle et al., 2011).   Where Do We Go From Here? At the W.W. Reynolds Foundation, we’re excited about what gamification could mean for the future of education, especially in civics. By connecting gamified learning with Dewey’s Reflective Thinking, we hope to fund and support projects that offer students a more engaging way to learn and a better way to connect with the world. And who knows—maybe through these experiences, we can become a little more civil.   Resources and Citations: Adipat, S., Laksana, K., Busayanon, K., Asawasowan, A., & Adipat, B. (2021). Engaging students in the learning process with game-based learning: The fundamental concepts. International Journal of Technology in Education (IJTE).   Makri, E. (2021). Can game-based learning facilitate civics, negotiation, and conflict management attributes? International Journal for Cross-Disciplinary Subjects in Education (IJCDSE).   Raphael, C., Bachen, C. M., & Hernández-Ramos, P. F. (2012). Flow and cooperative learning in civic gameplay. New Media and Society.   Costikyan, G. (2002). I have no words & I must design: Toward a critical vocabulary for games. Proceedings of Computer Games and Digital Cultures Conference.   Moore, C. D., Beshke, C. A., & Bohan, C. H. (2014). Simulations and games in the civics classroom. Social Studies Research and Practice.   Kelle, S., Klemke, R., Gruber, M., & Specht, M. (2011). Standardization of game-based learning design. ICOPER Reference Model.   Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston: D.C. Heath & Co.

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